Are our current school systems stifling learning that matters? Mary Helen Immordino-Yang, a professor of education, psychology, and neuroscience at the University of Southern California, says yes.
According to Immordino-Yang, our education system focuses too much on memorizing facts and procedures, neglecting autobiographical memory—the personal story we tell ourselves about who we are and what we stand for. This type of memory is crucial for growth, development, and well-being.
Immordino-Yang tested this theory with a 5-year study that analyzed how young people’s brains are affected by deep thinking and reflection. She found that when teens were exposed to real-life stories and were asked to respond critically to how they made them feel, it had significant positive impacts on identity development and brain structure.
Instead of teaching students to memorize and reiterate learned facts and figures, Immordino-Yang encourages us to focus on this type of “transcendent thinking,” as it can help young people give more context to their knowledge. By fostering this deeper level of understanding, we can better prepare students to navigate and contribute to the complex, constantly developing world we live in.
About Mary Helen Immordino-Yang:
Mary Helen Immordino-Yang, EdD, is an expert on the psychological and neurobiological foundations of social emotion, self-awareness, and culture, and how they impact learning, development, and education.
She is a Professor of Education at the USC Rossier School of Education, a Professor of Psychology at the Brain and Creativity Institute, a faculty member in the Neuroscience Graduate Program at the University of Southern California, and the Director of the USC Center for Affective Neuroscience, Development, Learning, and Education (CANDLE).
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